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[School refusal].

L Holzer1, O Halfon

  • 1Service universitaire de psychiatrie de l'enfant et adolescent, centre thérapeutique de jour pour adolescents, 48, avenue de Beaumont 48, 1012 Lausanne, Suisse. laurent.holzer@chuv.ch

Archives De Pediatrie : Organe Officiel De La Societe Francaise De Pediatrie
|July 11, 2006
PubMed
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School refusal, a growing issue with serious consequences, requires early identification and intervention. A functional approach offers tailored treatments for this disabling condition in children.

Area of Science:

  • Child and Adolescent Psychiatry
  • Developmental Psychology
  • Educational Psychology

Context:

  • School refusal is a complex issue with diverse psychopathological features.
  • This condition is increasingly prevalent and often underestimated.
  • Prolonged school absence is a common, poor prognostic indicator.

Purpose:

  • To review the historical definitions and current understanding of school refusal.
  • To outline the main clinical features and comorbidities.
  • To discuss effective treatment modalities for school refusal.

Summary:

  • School refusal presents with varied psychopathological features, necessitating specialized interventions.
  • Early identification and prompt intervention by healthcare professionals, educators, and social workers are crucial.

Related Experiment Videos

  • A functional, rather than symptomatic, conceptualization of school refusal supports tailored treatments for its clinical diversity.

    • Impact:

    • Highlights the need for a multidisciplinary approach involving families and schools.
    • Emphasizes the importance of early detection and intervention to improve prognosis.
    • Promotes a shift towards functional conceptualization for personalized treatment strategies.